SUPERVISION IN SCHOOLS: THE PERSPECTIVE OF SUPERVISORS

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10488157" target="_blank" >RIV/00216208:11410/24:10488157 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=Z7X0v3nGDY" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=Z7X0v3nGDY</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.58743/10.58743/dap2024no12" target="_blank" >10.58743/10.58743/dap2024no12</a>

Jazyk výsledku

angličtina

Název v původním jazyce

SUPERVISION IN SCHOOLS: THE PERSPECTIVE OF SUPERVISORS

Popis výsledku v původním jazyce

The text presents the supervisors&apos; view on the specifics of group supervision meetings with teachers. Supervision is a form of non-specific professional development that deepens understanding of complex pedagogical situations and, through that, strengthens the ability of (self) reflection, emotional regulation, communication, and cooperation with other teachers, etc. Through 20 interviews with supervisors working at schools, the specifics of teacher supervision groups, perceived obstacles on the part of teachers and schools, and professional dilemmas faced by the supervisors themselves were mapped out. The interviews show that supervisors believe the main challenge for teachers lies in the inadequate expectations surrounding supervision, which instils fear of control and evaluation among teachers. This concern stems from the lack of knowledge about supervision, as well as the isolated nature of teaching work and the prevalence of evaluation in schools. To ensure effective supervision, it is important to establish a safe environment in which teachers can identify their strengths and weaknesses and draw inspiration from the perspectives of others.

Název v anglickém jazyce

SUPERVISION IN SCHOOLS: THE PERSPECTIVE OF SUPERVISORS

Popis výsledku anglicky

The text presents the supervisors&apos; view on the specifics of group supervision meetings with teachers. Supervision is a form of non-specific professional development that deepens understanding of complex pedagogical situations and, through that, strengthens the ability of (self) reflection, emotional regulation, communication, and cooperation with other teachers, etc. Through 20 interviews with supervisors working at schools, the specifics of teacher supervision groups, perceived obstacles on the part of teachers and schools, and professional dilemmas faced by the supervisors themselves were mapped out. The interviews show that supervisors believe the main challenge for teachers lies in the inadequate expectations surrounding supervision, which instils fear of control and evaluation among teachers. This concern stems from the lack of knowledge about supervision, as well as the isolated nature of teaching work and the prevalence of evaluation in schools. To ensure effective supervision, it is important to establish a safe environment in which teachers can identify their strengths and weaknesses and draw inspiration from the perspectives of others.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Diagnostika a poradenství v pomáhajících profesích

ISSN

2570-7612

e-ISSN

2570-7612

Svazek periodika

2024

Číslo periodika v rámci svazku

12

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

19

Strana od-do

26-44

Kód UT WoS článku

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EID výsledku v databázi Scopus

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